Annotated, integrated, illustrated practical instructions result in higher levels of performance on task; lower completion time, task difficulty, and perceived cognitive load; higher relative efficiency score and post-test scores than the conventional instructions; and makes practical work instructions easier to understand for students with no prior knowledge of the subject matter.
This paper synthesizes almost two decades of studies of inquiry-based science instruction. Findings show that students’ learning gains increase when teachers emphasize a student-centred approach. The results of this study can guide ISE educators’ incorporation of inquiry-based instruction into programs for students and teachers.
This study presents an interesting cross-national analysis of young people’s preferences, expectations, and perceptions of ability regarding STEM subjects. It finds that gender plays a significant role in students’ choices regarding STEM study and careers on the basis of comparison of students from four countries using the data from PISA, the international cross-comparison study. This study provides ISE educators with an insight into young people’s thinking regarding STEM. It also suggests possible strategies that may be implemented by ISE initiatives for greater gender equity in STEM.
In explaining complex scientific concepts, metaphors are often used. However, the types of metaphors can have an influence on our understanding of the scientific concepts. Pramling considers the metaphors Darwin used to explain evolution and the implications of those metaphors in learning evolutionary theory. He argues that his use of particular metaphors has complicated the ways in which people understand and reason about evolution, partly because they require a complex understanding of time that is difficult to grasp.
This study is of value in guiding ISE professionals’ thinking on the usefulness of inquiry-based instruction, especially in a climate of accountability and evidence-based reform. Students in the inquiry-based group perform better than the students receiving commonplace instruction, on each of the knowledge, scientific reasoning, and argumentation measures.
This study can be used by ISE professionals as a source of ideas to guide thinking about the use of a learning progression framework for astronomy education. It is evident from the results that target instruction is necessary as it encourages students toward developing more sophisticated understandings of topics. As students can articulate their learning progressions, they can be useful in measuring students’ understanding relative to a conceptual goal. In addition, this approach connects informal learning to formal learning.
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Giovanna Scalone
resourceresearchMuseum and Science Center Exhibits
Many informal science institutions design exhibits to encourage inquiry and experimentation. But the authors of this paper suggest that often museums have found that visitors lack the expertise or confidence to engage in coherent inquiry. They report here on their efforts to equip visitors with key inquiry skills through providing families and groups with focused trainings on how to use inquiry-based exhibits.
In this study, the authors sought to examine teachers’ views and understandings of science practical work, which in this instance refers to both inquiry-based activities and teacher-led manipulations of experiments and phenomena. The authors note that previous studies have found that teachers regard practical work as challenging and cite lack of support, limited time and limited resource as reasons for their reluctance to pursue it more. Additional training opportunities, involving for example strategies for coping with unexpected results and the development of greater pedagogical content
Complex systems are an essential element of science education because they contain important ideas across science domains and are a part of national science standards. The authors evaluated their model and program for developing system-thinking skills for elementary school students. This article concludes with a hierarchy of levels that ISE professionals interested in engaging learners in system thinking could use to guide program development.
Concept cartoons, with characters expressing both scientific viewpoints and common misconceptions, provide a ready stimulus for discussion. In debating the ideas, students articulate their thoughts, challenge each other, propose claims and explanations, and justify their reasoning. However, this study finds that these activities do not happen automatically and need considered support from educators.
This article reports on a study that reveals some of the complexities of supporting children's understandings of scientific argumentation. The paper could be useful for ISE educators seeking to incorporate scientific argumentation processes and skills into their programs for middle-school-aged children. Specifically, the article notes the benefits of context-specific (rather than generic) prompts and questions, and the need for ongoing professional development to support teachers in encouraging scientific argumentation.
This paper reports on changes in teacher attitudes toward visually impaired students following a yearlong programme that provided funds for adaptive resources, supplies, and equipment. The context framing this study is that special education teachers often lack knowledge of science and mathematics content. Conversely, many science and mathematics teachers lack confidence and competence in engaging young people with disabilities. Perhaps as a consequence of these factors, people with disabilities are notably absent in STEM fields (Bonetta, 2007). This study centres on teaching visually impaired